Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development.
Educational research has introduced different models for the professional knowledge of (pre-service) teachers. Existing studies show major differences regarding the construct of content knowledge, which is often conceptualized based on school subject knowledge and varies with respect to academic content knowledge. The latter indicates that the question of what content knowledge teachers need has yet to be resolved. This question is particularly relevant from the perspective of teacher education at universities, since pre-service teachers for secondary schools are usually taught academic content knowledge. In this article we suggest a model of the discipline-specific teacher knowledge that includes pedagogical content knowledge (PCK) alongside two constructs of content knowledge: academic content knowledge (CK) and school-related content knowledge (SRCK). Findings from two studies for the subject area mathematics confirm that the components are empirically separable and that the three-dimensional model is superior to the two-dimensional model (CK, PCK). Moreover, the new construct SRCK holds potential for the investigation of the knowledge of pre-service teachers. 相似文献
This study presents the results of a laboratory experiment that considers the implications of adding interactivity to branded in-program overlays, essentially creating a new model of advertising. The results demonstrate the viability of this new model. Interactive branded overlays generate a substantial amount of interactive response and have no adverse effects on the program's viewing experience. However, because program interactivity distracts viewers from their primary goal, processing program content, interactive overlays are perceived as intrusive, and the response rate to in-program triggers is lower than that for interactive ads within the ad break. We show that by carefully combining in-program interactive banners with program-related trivia banners, perceived intrusiveness, and negative spillover effects on the viewing experience can be minimized. Program interactivity was perceived as less intrusive, and was therefore more effective, in the context of a program featuring high- rather than low-prominence product placement. Implications and future research directions are discussed. 相似文献
Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.
Educational Psychology Review - Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures... 相似文献
While recreational reading is often seen as the purview of public libraries, academic libraries can also reap the benefits of hosting book clubs. This article discusses the steps the St. Catherine University library took to create a book club on campus. The article includes an overview of the St. Catherine University's book club, the benefits of hosting a book club, and suggestions for starting a book club in an academic library. 相似文献
Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development. 相似文献
ABSTRACTThis paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students’ critical role as facilitators of the outreach programme, researchers conducted a two-year design experiment to examine the programme's effectiveness at preparing university students to lead pre-engineering activities. Pre- and post-surveys incorporated items from the Student Engagement sub-scale of the Teacher Sense of Efficacy Scale. Surveys were analysed using paired-samples t-test. Interview and open-ended survey data were analysed using discourse analysis and the constant comparative method. As a result of participation in the programme, university students reported a gain in efficacy to lead pre-engineering activities. The paper discusses programme features that supported efficacy gains and concludes with a set of design principles for developing learning environments that effectively prepare university students to facilitate pre-engineering outreach programmes. 相似文献
